Creighton University
Learn why Creighton University has introduced Vevox as a teaching tool to ensure students stay engaged & connected.
Creighton University
Founded in 1878, Creighton University is a private research University in Omaha, Nebraska. The University is home to around 9,000 students on their 140-acre campus just outside of Omaha, renowned for their programs in health sciences and business. The University also has a second campus based in Phoenix, Arizona.
Four members of faculty and staff at Creighton University kindly shared the reasons why Vevox was chosen as the University’s go-to polling solution, and outlined the positive impacts Vevox has had on classes.
The faculty and staff members at Creighton that kindly contributed to this story are:
Lou Jensen: Associate Vice Provost for Creighton University’s Center for Faculty Excellence & Associate Professor in the Department of Occupational Therapy
Jessica Goodman: Faculty Member in the Physical Therapy Department & a Center for Faculty Excellence Associate
Taunya Plater: Assistant Director of Academic Success
Randi Bibins-Clark: Former Director of Academic Success
As soon as we started to speak with the Vevox team we knew that the tool ticked all the boxes for what we wanted in a polling tool
Why Vevox?
Lou Jensen:
“ I had previously been a Director of Faculty Development for a smaller unit at Creighton, and I knew there was lots of interest in exploring an enterprise wide university subscription to a polling tool, as we found that faculty and staff across the University were all using different tools.
Staff really wanted to engage students with a polling tool – both in person and online.
When I started exploring potential tools, the then Vice Provost for student success had already learned about Vevox, so together we started exploring memberships with various tools, but we were really impressed with the customer service we received from Vevox, in addition to the accessibility features on offer.
As soon as we started to speak with the Vevox team we knew that the tool ticked all the boxes for what we wanted in a polling tool, and we started using Vevox in the spring semester of 2024.”
Jessica Goodman:
“ I was one of the people who implemented Vevox on our Phoenix campus. Students become frustrated when they are asked to use many different tools, and you begin to take up some of their working memory that they should be using to learn with.
Just using one tool in Vevox means that students use it consistently and see it in their classes all the time – using one tool is better for our students and better for the implementation across campus.”
Randi Bibins-Clark:
“ I used Vevox sporadically in some presentations initially in the spring, but it really took off in the later part of the semester and now we have Vevox incorporated into all our classes."
What do you like about Vevox?
Randi Bibins-Clark:
“ A reason I really like Vevox is that it helps support our neurodivergent students better, offering lots of different options for engagement in the classroom. Vevox provides different ways to keep students connected and allows different ways for them to communicate.”
Taunya Plater:
“ I like the fact that we can make student responses anonymous, and the ability for students to like their peers comments or answers is really helpful too. We then know whether the comment is something that other students in the class are thinking about too.
I also really like the diversity of the offerings for polling – for example a pin on image poll or wordcloud are both great, and the variance in polling types allows us to get students to engage in different ways, allowing them a different opportunity to contribute.”
Lou Jensen:
“ One of the things we really like and appreciate is the customer service team at Vevox. The support that we are getting from the team at Vevox is great!
It was also important for us that we found a tool that could be easily integrated into our systems that was also accessible for all – and Vevox ticks both these boxes.
One example of this that I really like is the ability to add ALT text to any image – the fact that the ability to do this is simple and baked into the system is great and was a high priority for us.”
Jessica Goodman:
“ I think from my teaching standpoint, purely in the healthcare field, the picture questions are really big. Identifying something on an image (eg. in anatomy) is really important & the ability to have students easily do this with a picture poll is a really valuable tool that I don’t see in a lot of other applications.
I also absolutely love the word clouds as well – students like to watch the word cloud live and see the answers coming in and changing. So, from my practical application, those are two really big positives of the platform.”
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Do students like using Vevox during class & how do classes compare to before Vevox was used?
Lou Jensen:
“ Student learning wise, Vevox helps me and helps students when being used as a formative assessment tool.”
Randi Bibins-Clark:
“ I think that using Vevox for formative assessment is one of the strengths of the platform, it really helps students build confidence.”
Taunya Plater:
“ I had meetings with all my students from our summer class and got feedback from them regarding Vevox – they are really enjoyed using Vevox and liked being able to engage with each other even though it was an online class.
Vevox allowed the students to see what their peers thought, what they were doing and it allowed them all to engage in their own way.”
Have you used Vevox in any ways outside of student learning?
Lou Jensen:
“ We’ve spoken about how else we can use Vevox across the University, and Jessica is leading a team putting together other ideas for Vevox use.
We’ve discussed the possibility of using Vevox in staff or faculty meetings to encourage interactivity and engagement, so we’re currently trying to incorporate Vevox into different meetings. We’re already using it for conducting voting in our meetings.”
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